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Purpose This paper aims to find common ground between the supposed incompatible meta-historical positioning of positivism and post-positivism through a turn to mnemohistory in management and organizational history. Design/methodology/approach Drawing on the idea of creative synthesis and positioning theory, the authors interject concepts from cultural memory studies in historical research on business and organizations to encourage management historians and organization theorists interested in joining the dialogue around how the past is known in the present. Using notions of “aftermath” and “events,” the idea of apositivism is written into historical organization studies to focus on understanding the complex ways of how past events translate into history. The critical historic turn event is raised as an exemplar of these ideas. Findings The overview of the emergence of the controversial historic turn in management and organization studies and the positioning of its adherents and antagonists revealed that there may be some commonality between the fragmented sense of the field. It was revealed that effective history vis-à-vis mnemohistory may hold the potential of a shared scholarly ethic. Originality/value The research builds on recent work that has sought to bring together the boundaries of management and organizational history. This paper explains how mnemohistory can offer a common position that is instrumental for theorizing the relationships among the past-infused constructs such as organizational heritage, legacy and identity.

In this article, we develop an integrated moral conviction theory of student cheating by integrating moral conviction with (a) the dual-process model of Hunt–Vitell’s theory that gives primacy to individual ethical philosophies when moral judgments are made and (b) the social cognitive conceptualization that gives primacy to moral identity. We found empirical support for our proposed model in a study with 311 business students where moral conviction predicted student moral disengagement and subsequent unethical decision making related to academic dishonesty not only directly but also indirectly through ethical philosophy and moral identity. Based on these results, we derive specific implications for teaching and learning practice.

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